Search results for: Education courses
Page 1/1 9 items
Social Studies as a Means for the Preparation of Teachers: A Look Back at the Foundations of Social Foundations Courses
This historical study looks back at the early years of the social foundations of education program that originated at Teachers College, Columbia University, in the 1930s–1940s, and focuses on the sociopolitical, intellectual, and educational currents that helped bring it about. The study suggests that many of the same rationales that undergirded social studies were applied to social foundations, with the belief that future citizens should be endowed with the capacity to solve contemporary social problems based on the wisdom of the ages, the realities of present-day circumstances, and the tools of critical analysis. In the end, social foundations was essentially a program of social studies for educators: the education school phase of social education writ large.
Updated: May. 04, 2016
This article examines prospective elementary teachers’ difficulties and growth with language for defining the whole. Thirty-three prospective teachers participated in a semester-long classroom teaching experiment conducted in a content course focusing on mathematics for teaching elementary school. The results of this study indicate that three mathematical ideas became taken-as-shared as prospective elementary teachers developed an understanding of language use for defining the whole. The first was that fractional solutions depend on a group or whole. The second included defining an of what. The third was developing language in terms of what the denominator represents.
Updated: May. 20, 2014
This paper describes a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. The authors saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, the authors observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education.
Updated: Dec. 16, 2013
In this paper, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. This article is presented in two parts: the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice.
Updated: Nov. 25, 2013
Creating Expansive Learning Opportunities in Schools: The Role of School Leaders in Initial Teacher Education Partnerships
This paper analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this.
Updated: Mar. 20, 2013
An Examination of Pre-service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-Primary Schools
This study was conducted following the return of pre-service teachers from the teaching practice. The study also examines the attitudes of the pre-service teachers towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so.
Updated: Dec. 03, 2010
The purpose of this article is to describe a process and protocol for researchers to follow when using concept maps as a research tool. To illustrate the viability of concept maps as a research tool, specific steps and examples are provided. The examples are from a research study that investigated the conceptual change of pre-service and in-service teachers after participation in special and general education courses using multimedia case-based instruction.
Updated: Jan. 12, 2010
Using Teachers' Prior Knowledge, Attitudes and Beliefs to Develop In-Service Teacher Education Courses for Inclusion
The article explores one important dimension of inclusive education: the development of in-service teacher education courses. Using an example from Cyprus, it discusses the issue of contextualizing teacher training courses to suit teachers' prior knowledge, attitudes and beliefs about inclusion.
Updated: May. 27, 2009
Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
This paper reports on a year-long study conducted to examine the relationships between 62 preservice teachers’ perceived computer ability and attitudes toward computers. The two factors most associated with resistance to computers and the impact of a single technology course on these variables. Utilizing a pretest posttest group design, statistical analyses indicated that a single course greatly impacts perceived computer ability but not general computer attitudes.
Updated: Feb. 11, 2009